Presentation is loading. Please wait.

Presentation is loading. Please wait.

May 2011 Student Achievement Goal Setting: An Option for Connecting Teacher Performance to Academic Progress.

Similar presentations


Presentation on theme: "May 2011 Student Achievement Goal Setting: An Option for Connecting Teacher Performance to Academic Progress."— Presentation transcript:

1 May 2011 Student Achievement Goal Setting: An Option for Connecting Teacher Performance to Academic Progress

2 May 2011 SECTION 1 An Overview of Student Achievement Goal Setting and Developing SMART Goals

3 May 2011 Why Consider Student Achievement Goal Setting? The Uniform Performance Standards and Evaluation Criteria incorporate student academic progress as a significant component of the evaluation For about 30 percent of teachers, student growth percentiles will be available. For about 70 percent of teachers, other measures of academic progress will need to be identified. The Uniform Performance Standards and Evaluation Criteria incorporate student academic progress as a significant component of the evaluation For about 30 percent of teachers, student growth percentiles will be available. For about 70 percent of teachers, other measures of academic progress will need to be identified.

4 May 2011 What is student achievement goal setting? Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 4: Monitor student progress through on- going formative assessment Step 3: Create and implement teaching and learning strategies Step 5: Determine whether the students achieved the goal

5 May 2011 What are the purposes of Student Achievement Goal Setting?

6 May 2011 Step 1: Determining Needs Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 4: Monitor student progress through on- going formative assessment Step 3: Create and implement teaching and learning strategies Step 5: Determine whether the students achieved the goal Ch. 1, pg. 5

7 May 2011 Teacher E Grade 5

8 May 2011

9 Step 2: Creating SMART Goals Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 4: Monitor student progress through on- going formative assessment Step 3: Create and implement teaching and learning strategies Step 5: Determine whether the students achieved the goal

10 May 2011 What is a student achievement goal?

11 May 2011 Writing a SMART Goal

12 May 2011 Teacher E’s Goal Goal Statement: In current school year, each student will make measurable progress on the STAR assessment. Each student will gain at least one year’s growth in grade level equivalency. A good goal statement is one that is… Specific Measurable Appropriate Realistic Time-bound

13 May 2011 Sample SMART Goal S pecific: Focused on physical education, specifically the Presidential Fitness sub areas M easurable: Identified Presidential Fitness Test to be used to assess goal A ppropriate: The teacher teaches the content and skills contained in the Presidential Fitness Tests. R ealistic: The goal of increasing student performance by 20% is realistic. It is not out of reach and yet not too easy. T ime-bound: Goal attainment can be addressed by the end of the year with the final Presidential Fitness Test. S pecific: Focused on physical education, specifically the Presidential Fitness sub areas M easurable: Identified Presidential Fitness Test to be used to assess goal A ppropriate: The teacher teaches the content and skills contained in the Presidential Fitness Tests. R ealistic: The goal of increasing student performance by 20% is realistic. It is not out of reach and yet not too easy. T ime-bound: Goal attainment can be addressed by the end of the year with the final Presidential Fitness Test. During the school year, my sixth grade physical education students will improve performance by 20% on each of the Presidential Fitness Test sub areas.

14 May 2011 How Smart is this goal? Aspect of Goal Statement Evidence Specific Measurable Appropriate Realistic Time-Bound Teacher G– Second Grade During this school year, my students will improve on word knowledge and oral reading fluency.

15 May 2011 Applying a Goal Setting Rubric Goal Setting Rubric Student Achievement Standard Level of Performance UnsatisfactoryEmergingProficientExemplary The teacher develops rigorous student learning and academic achievement goals Not Applicable CANNOT MOVE FORWARD Not Applicable CANNOT MOVE FORWARD Student learning and academic achievement goals are rigorous, attainable and reflect acceptable growth during the course or school year Student learning and academic achievement goals are rigorous, attainable and reflect extraordinary growth beyond expectations during the course or school year Student learning and academic achievement goals are unrelated to identified student needs. Student learning and academic achievement goals are related to identified student needs, but S.M.A.R.T. process needs refining.

16 May 2011 Teacher G’s Goal Goal Setting Rubric Student Achievement Standard Level of Performance UnsatisfactoryEmergingProficientExemplary The teacher develops rigorous student learning and academic achievement goals Not Applicable CANNOT MOVE FORWARD Not Applicable CANNOT MOVE FORWARD Student learning and academic achievement goals are rigorous, attainable and reflect acceptable growth during the course or school year Student learning and academic achievement goals are rigorous, attainable and reflect extraordinary growth beyond expectations during the course or school year Student learning and academic achievement goals are unrelated to identified student needs. Student learning and academic achievement goals are related to identified student needs, but S.M.A.R.T. process needs refining.

17 May 2011 Teacher G’s Baseline Data

18 May 2011 Teacher G’s Baseline Data

19 May 2011 Better goal for Teacher G? Goal Statement: During this school year, 100% of my students will improve in instructional reading level. Each student will move up at least a grade level in oral reading from fall to spring. Furthermore, students who are below grade level will increase their instructional reading level by 1.5 years.

20 May 2011 How Smart is this goal? Aspect of Goal Statement Evidence Specific Measurable Appropriate Realistic Time-Bound Teacher H– Government Teacher For the current school year, my students will have the knowledge and skills to be productive members of their society because they will be able to analyze primary and secondary source documents.

21 May 2011 Applying a Goal Setting Rubric Goal Setting Rubric Student Achievement Standard Level of Performance UnsatisfactoryEmergingProficientExemplary The teacher develops rigorous student learning and academic achievement goals Not Applicable CANNOT MOVE FORWARD Not Applicable CANNOT MOVE FORWARD Student learning and academic achievement goals are rigorous, attainable and reflect acceptable growth during the course or school year Student learning and academic achievement goals are rigorous, attainable and reflect extraordinary growth beyond expectations during the course or school year Student learning and academic achievement goals are unrelated to identified student needs. Student learning and academic achievement goals are related to identified student needs, but S.M.A.R.T. process needs refining.

22 May 2011 Teacher H’s Goal Goal Setting Rubric Student Achievement Standard Level of Performance UnsatisfactoryEmergingProficientExemplary The teacher develops rigorous student learning and academic achievement goals Not Applicable CANNOT MOVE FORWARD Not Applicable CANNOT MOVE FORWARD Student learning and academic achievement goals are rigorous, attainable and reflect acceptable growth during the course or school year Student learning and academic achievement goals are rigorous, attainable and reflect extraordinary growth beyond expectations during the course or school year Student learning and academic achievement goals are unrelated to identified student needs. Student learning and academic achievement goals are related to identified student needs, but S.M.A.R.T. process needs refining.

23 May 2011 Better goal for Teacher H? Goal Statement: During this school year, 100% of my students will improve in analyzing primary and secondary source documents. Each student will increase his/her ability to analyze documents by one level on the rating rubric. Furthermore, 75% of students will score at “proficient” or above.

24 May 2011 SECTION 2 Creating Strategies and Monitoring Progress

25 May 2011 Teacher I 8 th Grade Math Teacher Goal Statement For the school year, all of my students will demonstrate measurable growth in mathematics. At least 80% of my students will meet or exceed the benchmark of 50th percentile or above on the percentile rank distribution for STAR. Baseline Data Percentile Rank Distribution of Students on the STAR* Mathematics Assessment *Acronym Stands for the Standardized Test for Assessment of Reading (STAR)

26 May 2011 Step 3: Create and Implement Strategies Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 4: Monitor student progress through on- going formative assessment Step 3: Create and implement teaching and learning strategies Step 5: Determine whether the students achieved the goal

27 May 2011 Teacher I 8 th Grade Mathematics Teacher Incorporate SCANS skills by attending a workshop and integrating it into instruction Track progress of students using STAR assessments Incorporate student goal setting Incorporate SCANS skills by attending a workshop and integrating it into instruction Track progress of students using STAR assessments Incorporate student goal setting

28 May 2011 Step 4: Monitoring Student Progress and Making Adjustments Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 4: Monitor student progress through on- going formative assessment Step 3: Create and implement teaching and learning strategies Step 5: Determine whether the students achieved the goal

29 May 2011 Monitoring Student Progress Monitor both student progress toward goal attainment AND strategy effectiveness Make adjustments to strategies as needed Monitor both student progress toward goal attainment AND strategy effectiveness Make adjustments to strategies as needed

30 May 2011 Teacher I 8 th Grade Math Teacher Goal Statement For the school year, all of my students will demonstrate measurable growth in mathematics. At least 80% of my students will meet or exceed the benchmark of 50th percentile or above on the percentile rank distribution for STAR. Baseline and Mid-Year Data Percentile Rank Distribution of Students on the STAR* Mathematics Assessment *Acronym Stands for the Standardized Test for Assessment of Reading (STAR)

31 May 2011 Teacher I 8 th Grade Mathematics Teacher I attended the SCANS workshop and incorporated this approach into my lessons. I have not yet incorporated computers but will work with the Instructional Technology teacher. Informal assessment data and STAR data indicate that at least 38 of my students are continuing to struggle with mathematics concepts. I plan to meet with the mathematics coach to discuss specific needs and develop intervention plans for students. I also plan to organize tutoring for struggling students. Goal setting seems to be working with students but some students are discouraged when they can visually see that they are not meeting their goals. I will work with students to set realistic, incremental goals. I attended the SCANS workshop and incorporated this approach into my lessons. I have not yet incorporated computers but will work with the Instructional Technology teacher. Informal assessment data and STAR data indicate that at least 38 of my students are continuing to struggle with mathematics concepts. I plan to meet with the mathematics coach to discuss specific needs and develop intervention plans for students. I also plan to organize tutoring for struggling students. Goal setting seems to be working with students but some students are discouraged when they can visually see that they are not meeting their goals. I will work with students to set realistic, incremental goals.

32 May 2011 Step 5: Determining Goal Attainment Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 4: Monitor student progress through on- going formative assessment Step 3: Create and implement teaching and learning strategies Step 5: Determine whether the students achieved the goal

33 May 2011 Teacher I 8 th Grade Math Teacher Goal Statement For the school year, all of my students will demonstrate measurable growth in mathematics. At least 80% of my students will meet or exceed the benchmark of 50th percentile or above on the percentile rank distribution for STAR. Baseline and Mid-Year Data Percentile Rank Distribution of Students on the STAR* Mathematics Assessment *Acronym Stands for the Standardized Test for Assessment of Reading (STAR)

34 May 2011 SECTION 3 Determining Goal Attainment

35 May 2011 Teacher J High School English Teacher

36 Professional’s Name: Teacher J Worksite Yourtown High School Job Title: English Teacher School Year _______ I. Setting (Describe the population and special learning circumstances) I teach two classes of grade 10 English students. I have a total of 57 students. Twenty- nine percent of my students qualify for services and have IEPs. II. Content/Subject/Field Area (The area/topic addressed based on learner achievement, data analysis, or observational data) I will focus on expository and persuasive essay writing. Last year only 35% of my students scored proficient on the essay portion of the state writing test. III. Baseline Data (What does the current data show?) I administered both an expository writing prompt and a persuasive writing prompt and scored it using a 6-point rubric in which a score of 4 is proficient. The data show that 28% of my students scored 4 points or better on the expository writing sample and 20% of my students scored 4 points or better on the persuasive writing sample. Data attached IV. Goal Statement (Describe what you want learners/program to accomplish) For the current school year, 100% of my students will make measurable progress on both expository writing and persuasive writing. By the end of the school year, 75% of my students will score 4 points or better on the expository writing sample and 75% of my students will score 4 points or better on the persuasive writing sample. V. Means for Attaining Goal (Activities used to accomplish the goal) StrategyMeasurable ByTarget Date Use modified pacing to attend to student needs Copies of modified pacingOngoing (September– May) Use frequent formative assessment with students to provide feedback and modify instruction. Lesson Plans Copies of teacher-made formative assessments Ongoing (September – May) Incorporate focused instruction in key content areas as prescribed by the State Standards Lesson PlansOngoing (September – May)

37 May 2011 Number and Percent of Students Earning Each Score Point on the Essays Unscora ble Expository 3 (5%)7 (12%)12 (21%)19 (33%)8 (14%)5 (9%)3 (5%) Persuasive 2 (4%)9 (16%)14 (25%)23 (40%)5 (9%)4 (7%)2 (4%) Baseline Data (September Assessment) Score Points for Rubric Essay Number of Students

38 May 2011 Teacher J’s Goal A good goal statement is one that is… Specific Measurable Appropriate Realistic Time-bound Goal Statement For the school year, all of my students will make measurable progress on both expository writing and persuasive writing. By the end of the school year, 75% of my students will score 4 points or better on the expository writing sample and 75% of my students will score 4 points or better on the persuasive writing sample.

39 May 2011 Steps in the Mid-Year Review Process Step 1 Collect and reflect on informal and formal mid- year data Step 2 Reflect on progress toward goal Step 3 Reflect on effectiveness of strategies Step 4 Adjust strategies

40 May 2011 Teacher J English Teacher Number and Percent of Students Earning Each Score Point on the Essays Unscor able Expository – Baseline 3 (5%) 7 (12%) 12 (21%) 19 (33%) 8 (14%) 5 (9%) 3 (5%) Expository – Mid-year 2 (4%) 4 (7%) 11 (19%) 22 (39%) 10 (18%) 6 (11%) 2 (3%) Persuasive – Baseline 2 (4%) 9 (16%) 14 (25%) 21 (37%) 5 (9%) 4 (7%) 2 (4%) Persuasive – Mid-year 1 (2%) 2 (4%) 18 (32%) 19 (33%) 8 (14%) 6 (11%) 3 (5%) Goal Statement For the school year, all of my students will make measurable progress on both expository writing and persuasive writing. By the end of the school year, 75% of my students will score 4 points or better on the expository writing sample and 75% of my students will score 4 points or better on the persuasive writing sample.

41 May 2011 Expository Essay Score Points for Rubric Essay Number of Students

42 May 2011 Persuasive Essay Score Points for Rubric Essay Number of Students

43 May 2011 Teacher’s Mid-year Reflection on Strategies Teacher J English Teacher StrategyProgress Use modified pacing to attend to student needs Changed instruction to address student deficiencies in writing Use frequent formative assessment with students to provide feedback and modify instruction. Used frequent formative assessments for writing skills; Used formative assessments to address student deficiencies; Assessments indicate that a majority of students continue to have deficiencies in one or more areas Incorporate focused instruction in key content areas as prescribed by the State Standards Developed mini-targeted lessons to address specific writing skills with students

44 May 2011 Teacher’s Mid-year Reflection Continued Teacher J English Teacher StrategyAdjustment(s) Use modified pacing to attend to student needs Continue to use modified pacing; Ensure that modified pacing is based on formative assessment data Use frequent formative assessment with students to provide feedback and modify instruction Target formative assessments to focus on specific writing skills according to student deficiencies Incorporate focused instruction in key content areas as prescribed by the State Standards Differentiate instruction in key content areas using formative assessment data Use Peer and Self- Assessment Work with students on evaluating their own work and the work of their classmates using the writing rubric; Determine the ability of students to apply the rubric; Track peer, self, and teacher ratings to determine consistency

45 May 2011 Teacher J English Teacher Number and Percent of Students Earning Each Score Point on the Essays Unscor able Expository – Baseline 3 (5%) 7 (12%) 12 (21%) 19 (33%) 8 (14%) 5 (9%) 3 (5%) Expository – End of Year* 0 (0%) 1 (2%) 4 (7%) 10 (18%) 31 (54%) 6 (11%) 5 (9%) Persuasive – Baseline 2 (4%) 9 (16%) 14 (25%) 21 (37%) 5 (9%) 4 (7%) 2 (4%) Persuasive – End of Year* 0 (0%) 1 (2%) 6 (11%) 11 (19%) 23 (40%) 10 (18%) 6 (11%) Goal Statement For the school year, all of my students will make measurable progress on both expository writing and persuasive writing. By the end of the school year, 75% of my students will score 4 points or better on the expository writing sample and 75% of my students will score 4 points or better on the persuasive writing sample. *Percentages may not equal 100% due to rounding.

46 May 2011 Expository Essay Score Points for Rubric Essay Number of Students

47 May 2011 Persuasive Essay Score Points for Rubric Essay Number of Students

48 May 2011 Did Teacher J meet his goal? Type of Essay Percentage of Students Receiving a 4 or better

49 May 2011 Did Teacher J meet his goal? Type of Essay Percentage of Students Receiving a 4 or better

50 May 2011 What does research say about goal setting for student achievement? Linked to mastery learning 1 standard deviation higher on average compared with conventional instruction (Bloom, 1984) Includes formative assessments, frequent corrective feedback Linked to enhancing pre-requisite cognitive skills.7 standard deviation higher on average compared with conventional instruction (Walberg, 1984) Includes initial skills assessment and teaching prerequisite skills that are lacking Linked to assessment for learning Formative assessment in the classroom can result in increases in student learning up to two grade levels (Assessment Reform Group, 2000) Linked to standards-based performance assessment Schools in Loveland, CO, were among highest percentage increase in student performance after implementing standards-based performance assessment (Stronge & Tucker, 2000) Linked to standards-based instruction percentage point gains when teachers set and communicate clear goals for learning (Marzano, Pickering, & Pollock, 2001) Linked to data-based decision-making School districts that show multiple (i.e., 3 or more) years of improvement use data to make decisions and encourage teachers to use student learning data to make instructional decision (Cawelti, 2004; Langer & Colton, 2005; Togneri & Anderson, 2003) Linked to mastery learning 1 standard deviation higher on average compared with conventional instruction (Bloom, 1984) Includes formative assessments, frequent corrective feedback Linked to enhancing pre-requisite cognitive skills.7 standard deviation higher on average compared with conventional instruction (Walberg, 1984) Includes initial skills assessment and teaching prerequisite skills that are lacking Linked to assessment for learning Formative assessment in the classroom can result in increases in student learning up to two grade levels (Assessment Reform Group, 2000) Linked to standards-based performance assessment Schools in Loveland, CO, were among highest percentage increase in student performance after implementing standards-based performance assessment (Stronge & Tucker, 2000) Linked to standards-based instruction percentage point gains when teachers set and communicate clear goals for learning (Marzano, Pickering, & Pollock, 2001) Linked to data-based decision-making School districts that show multiple (i.e., 3 or more) years of improvement use data to make decisions and encourage teachers to use student learning data to make instructional decision (Cawelti, 2004; Langer & Colton, 2005; Togneri & Anderson, 2003)

51 May 2011 Based on what you have learned today, what assessment data sources would be appropriate for … Establishing baseline data and determining goal attainment? Progress monitoring goal progress throughout the year?

52 May 2011 Based on what you have learned, what do you see as the benefits and challenges of student achievement goal setting? Benefits Challenges

53 May 2011 Common Challenges 1.Data access & analysis  Robustness of data system  Teacher & administrator skills 2.Sufficient & appropriate assessments 3.Writing SMART goals 4.Clarifying the acceptable amount of progress 5.Developing instructionally-based strategies  See Marzano et al., Schmoker, Collins, Blankstein, Fullan, etc., etc…. 1.Data access & analysis  Robustness of data system  Teacher & administrator skills 2.Sufficient & appropriate assessments 3.Writing SMART goals 4.Clarifying the acceptable amount of progress 5.Developing instructionally-based strategies  See Marzano et al., Schmoker, Collins, Blankstein, Fullan, etc., etc….

54 May 2011 Setting student achievement goals…


Download ppt "May 2011 Student Achievement Goal Setting: An Option for Connecting Teacher Performance to Academic Progress."

Similar presentations


Ads by Google